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|Title:||Learning strategies and styles of British and Japanese university students in relation to their cultural beliefs|
|Presented at:||University of Leicester|
|Abstract:||Language learning strategies and styles may be employed differently by students from different cultural backgrounds. Although this topic has attracted wide interest, there has been little research on the specific learning strategies of Japanese learners of English and none on the learning strategies of British learners of Japanese. This thesis deals with the relationships between learning strategies, styles, and cultural beliefs, focusing on 356 Japanese and 80 British students learning EFL and JFL respectively. Questionnaire and interview studies were conducted to determine: first, the differences between the two groups, second, correlations between strategies, styles, and cultural beliefs, and third, the role of background variables, such as gender, months of stay in target countries, course majors, and language proficiency. The results revealed that: first, British students of JFL preferred planned, active learning strategies, while Japanese students preferred receptive comprehensive strategies. British students showed strong preferences for the analytic, but global, experience-based learning styles, whereas Japanese students tended to think of their EFL learning as just a subject, focusing on comprehension. British students showed typical "Western" communication styles, whereas Japanese students preferred what are often quoted as "typical" Japanese communication styles. Second, there were significant correlations among strategies, styles, and cultural beliefs for each subject group and between the two subject groups. Interestingly, the Japanese English majors showed more closely about a 30 % overlap with the Western variables, while British JFL learners some overlap with the Japanese variables. This implies that strategies, styles, and cultural beliefs can develop across target cultures. Third, with respect to background information, gender, months of stay in the target countries, and proficiency were also correlated with strategies, styles, and cultural beliefs. Interview studies also shed light on key aspects of EFL/JFL learning: homestays and error correction played an important role in the students' language learning. Developmental aspects should be considered for future research on learning strategies, styles, cultural beliefs in EFL/JFL.|
|Rights:||Copyright © the author. All rights reserved.|
|Appears in Collections:||Theses, School of Education|
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